Enhancing Conflict Negotiation Strategies of Adolescents with High Functioning Autism Spectrum Disorders through Technology Supported Collaboration

Background:  The recognition that enhancement of conflict negotiation strategies for adolescents with High Functioning Autism Spectrum Disorder (HFASD) may improve their communication and socialization abilities has heightened the need for pursuing alternate methods of intervention. This study was driven by constructivist learning theory which emphasizes the benefits of training in an environment that promotes learning by experience, collaboration and self reflection. A computer application for video self modeling (VSM), "CONTACT" (Conflict Orientation and Negotiation Training among Children and Teens), was designed so that adolescents with HFASD may practice negotiation strategies to improve their conflict resolution skills.

Objectives:  To examine the effectiveness of a 6 week intervention program in which "CONTACT"  was used to enhance the negotiation strategies of adolescents with HFASD by means of collaboration during meaningful  situations of conflict.

Methods:  Adolescents with HFASD, aged 12-18 years, were randomly divided into an intervention group consisting of 18 pairs of participants, and a control group consisting of 25 participants who did not receive any intervention. All participants completed two conflict questionnaires which measure adolescent conflict resolution styles: CONFLICTALK and the Five Factor Negotiation Scale (FFNS). Both within group (pretest versus posttest versus one month follow-up) and between groups responses were compared. The intervention consisted of six 60-minute sessions given over a period of 6 weeks and divided into an experience phase and a learning phase. During each session two conflict scenarios were viewed by pairs of participants according to an ascending order of conflicts of increasing social and emotional complexity. When needed, the moderator used verbal prompts or software application support to scaffold the intervention. During the experience phase, the participants used video self modeling to role play their own responses. These were recorded for the purpose of self reflection to practice and internalize adaptive negotiation strategies. During the learning phase, they were asked to choose a confrontational, submissive, or compromise-oriented response to the presented conflicts.

Results:  The results for the FFNS showed that there was a significant improvement in Communication for the intervention group in comparison to the control group between pre-test  and post-test, F(1, 59) = 7.77, p = .007, which was maintained  at follow-up, F(1, 59) = .00,  p > .05. In addition, the intervention group reported greater negotiation skills at post-test, F(1,59) = 7.91,  p = .007, than the control group, which was maintained  at follow-up,  F(1, 59) = .00,  p > .05. The results for the ConflicTalk questionnaire showed that there was a significant improvement in Problem Focus for the intervention group in comparison to the control group between pre-test and post-test, F(1, 59) = 7.24, p ≤ .001, which was maintained  at follow-up, F(1,59)= .29, p> .05.

Conclusions:  A technology-based interactive platform that is grounded in constructivist learning theory appears to be an effective tool for enhancing conflict negotiation strategies of adolescents with HFASD in situations of social conflict.